Identity development in career-changing beginning teachers : a qualitative study of professional scientists becoming school teachers

This qualitative study provides a critical case to analyse the identity development of professionals who already have a strong sense of identity as scientists and have decided to relinquish their professional careers to become teachers. The study followed a group of professionals who undertook a one-year teacher education course and were assigned to secondary and middle-years schools on graduation. Their experiences were examined through the lens of self-determination theory, which posits that autonomy, confidence and relationships are important in achieving job satisfaction. The findings indicated that those teachers who were able to achieve this sense of autonomy and confidence, and had established strong relationships with colleagues generated a positive professional identity as a teacher. The failure to establish supportive relationships was a decisive event that challenged their capacity to develop a strong sense of identity as a teacher

Use of On-Line Resources by Teachers Of Science: An Analysis of Socci Market Research Project Data

This study reports on the findings of the Schools On-line Curriculum Content Initiative (SOCCI) market research project conducted in 2001 concerning the use of on-line technology by science teachers. Specifically the study sought to define the patterns of usage, teaching and learning strategies, and conditions that favoured or inhibited the use of on-line technology. Qualitative data were drawn from classroom observations and interviews with nominated teachers and quantitative data derived from an on-line survey. Several key findings will be discussed. First, although science teachers tend to use on-line resources to develop their own dedicated teaching materials, the more enthusiastic teachers are spending considerable time preparing resources but may have reached a saturation point where the outcomes were not worth the effort. Lack of support and contextual factors within schools are significant impediments. Second, there is clear indication that students in science are using on-line technology mostly for research and information retrieval. Most science teachers in secondary schools seem to have easy access to computers and are tending to use them in science teaching spaces. Third, common software, especially word processors, is being used to support both teachers’ professional work and student learning. Fourth, teachers’ assessment of the current state of computers, their access, quantity and quality seemed to be favourable. The paper will discuss these findings and the related range of issues and conditions that support or inhibit the use of on-line facilities

From Kansas to Queensland: Global learning in preservice elementary teacher education

Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries – Australia and the United States – to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of other’s cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six-week period the students engaged in the computer-mediated communication and were encouraged to learn about mutual cultural practices and primary/elementary science education in both countries. The outcomes demonstrated that students involved in the project benefited from an array of different and enriching learning experiences. Students benefited through enhanced understanding of the teaching of science and an appreciation of the common problems confronting science education in both countries. However, there was little engagement in debate or discussion of individual differences and the cultural context of each other’s country even when opportunities presented themselves. Nevertheless, the on-line tasks provided the pre-service teachers with the experience and confidence to engage their own students in similar global learning initiatives when they become teachers

From Scientist to Science Teacher: A Career Change Teacher in Transition

One method of addressing the shortage of science and mathematics teachers is to train scientists and other science-related professionals to become teachers. Advocates argue that these career changers as discipline experts can relate the subject matter knowledge to various contexts and applications. In this paper, through interviews with a former scientist and her students, we examine how one career changer used her expertise in microbiology to teach microscopy. These interviews provided the basis for a description of the teacher’s instruction which was then analysed for components of domain knowledge for teaching. Consistent with the literature, the findings revealed that this career changer needed to develop her pedagogical knowledge. However, an interesting finding was that the teacher’s subject matter as a science teacher differed substantively from her knowledge as a scientist. This finding challenges the assumption that subject matter is transferable across professions and provides insight into how to better support career changers to transition from scientist to science teacher

Ocular tolerability and efficacy of intravitreal and subconjunctival injections of sirolimus in patients with non-infectious uveitis: primary 6-month results of the SAVE Study.

BACKGROUND: The purpose of this study is to evaluate the ocular tolerability and efficacy of sirolimus administered as subconjunctival or intravitreal injections in patients with non-infectious uveitis. Sirolimus as a Therapeutic Approach for Uveitis (SAVE) is a prospective, randomized, open-label, interventional study. Thirty patients were enrolled and randomized in 1:1 ratio to receive either intravitreal injections of 352 μg sirolimus or subconjunctival injections of 1,320 μg at days 0, 60, and 120, with primary endpoint at month 6. RESULTS: At month 6, all subjects with active uveitis at baseline showed reduction in vitreous haze of one or more steps. Forty percent of subjects showed reduction of two steps or more of vitreous haze (four in each group), and 60% showed a reduction of one-step vitreous haze (seven in group 1 and five in group 2). Changes in the inflammatory indices were statistically significant (p \u3c 0.05) in both study groups. Thirty percent of patients gained one or more lines of visual acuity, 20% lost one or more lines, and 50% maintained the same visual acuity. There were no statistically significant differences between the two study groups at month 6. No serious adverse events were found to be related to the study drug. CONCLUSION: Local administration of sirolimus, either intravitreally or subconjunctivally, appears to be safe and tolerable. No drug-related systemic adverse events or serious adverse events were noted. Sirolimus delivered as either an intravitreal or subconjunctival injection has demonstrated bioactivity as an immunomodulatory and corticosteroid-sparing agent in reducing vitreous haze and cells, improving visual acuity, and in decreasing the need for systemic corticosteroids

An exploratory case study of Olympiad students’ attitudes towards and passion for science

Much is known about high school students’ attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (n=69) to explore their attitudes towards school science and science as presented in the Olympiad summer camp. In particular the role the summer camp might play in igniting the students’ passion for science was a focus of the research. Data were collected through a two tiered survey of students’ attitudes towards school science, an evaluative survey of the Olympiad summer camp and in-depth interviews with six participants. Findings indicated that Olympiad students generally had positive attitudes towards school science with most selecting science as one of their favourite subjects. However, an underlying ambivalence about school science was noted in the data. In contrast, the Olympiad summer camp transformed students’ positive attitudes into passion for science. Seven themes emerged from the data providing a foundation for a model of what academic passion for science looks like

The Seventh Data Release of the Sloan Digital Sky Survey

This paper describes the Seventh Data Release of the Sloan Digital Sky Survey (SDSS), marking the completion of the original goals of the SDSS and the end of the phase known as SDSS-II. It includes 11663 deg^2 of imaging data, with most of the roughly 2000 deg^2 increment over the previous data release lying in regions of low Galactic latitude. The catalog contains five-band photometry for 357 million distinct objects. The survey also includes repeat photometry over 250 deg^2 along the Celestial Equator in the Southern Galactic Cap. A coaddition of these data goes roughly two magnitudes fainter than the main survey. The spectroscopy is now complete over a contiguous area of 7500 deg^2 in the Northern Galactic Cap, closing the gap that was present in previous data releases. There are over 1.6 million spectra in total, including 930,000 galaxies, 120,000 quasars, and 460,000 stars. The data release includes improved stellar photometry at low Galactic latitude. The astrometry has all been recalibrated with the second version of the USNO CCD Astrograph Catalog (UCAC-2), reducing the rms statistical errors at the bright end to 45 milli-arcseconds per coordinate. A systematic error in bright galaxy photometr is less severe than previously reported for the majority of galaxies. Finally, we describe a series of improvements to the spectroscopic reductions, including better flat-fielding and improved wavelength calibration at the blue end, better processing of objects with extremely strong narrow emission lines, and an improved determination of stellar metallicities. (Abridged)Comment: 20 pages, 10 embedded figures. Accepted to ApJS after minor correction

RIPCAL: a tool for alignment-based analysis of repeat-induced point mutations in fungal genomic sequences

Background Repeat-induced point mutation (RIP) is a fungal-specific genome defence mechanism that alters the sequences of repetitive DNA, thereby inactivating coding genes. Repeated DNA sequences align between mating and meiosis and both sequences undergo C:G to T:A transitions. In most fungi these transitions preferentially affect CpA di-nucleotides thus altering the frequency of certain di-nucleotides in the affected sequences. The majority of previously published in silico analyses were limited to the comparison of ratios of pre- and post-RIP di-nucleotides in putatively RIP-affected sequences – so-called RIP indices. The analysis of RIP is significantly more informative when comparing sequence alignments of repeated sequences. There is, however, a dearth of bioinformatics tools available to the fungal research community for alignment-based RIP analysis of repeat families. Results We present RIPCAL http://www.sourceforge.net/projects/ripcal, a software tool for the automated analysis of RIP in fungal genomic DNA repeats, which performs both RIP index and alignment-based analyses. We demonstrate the ability of RIPCAL to detect RIP within known RIP-affected sequences of Neurospora crassa and other fungi. We also predict and delineate the presence of RIP in the genome of Stagonospora nodorum – a Dothideomycete pathogen of wheat. We show that RIP has affected different members of the S. nodorum rDNA tandem repeat to different extents depending on their genomic contexts. Conclusion The RIPCAL alignment-based method has considerable advantages over RIP indices for the analysis of whole genomes. We demonstrate its application to the recently published genome assembly of S. nodorum